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So Far From the Bamboo Grove Unit Lesson Rationale

What is the topic of study?

This unit covers the fictionalized autobiography of Yoko Kawashima Watkins. So Far From the Bamboo Grove is the story of an 11 year-old Japanese girl who has grown up in Korea near the Chinese border. As World War II comes to a close Yoko and her family are no longer welcome in Korea. To escape imminent danger Yoko, her mother, and her sister flee Korea. This novel tells Yoko’s painful and heart-wrenching story of survival.

We will read the novel together as a class in order to probe more deeply into Yoko’s experience, the ways that families work together in crisis, and our own attitudes towards war and family. We will also examine Japanese tradition and culture. Also included in this unit (in accordance with the Lansing School District Pacing Guide) is the study of the elements of fiction, characters in various roles and the connection between setting, theme and literary devices.

Why will the students be interested in studying this?

This is a story of survival. It is interesting, informative, fast-paced, full of vivid details and, most importantly, REAL. As we read through this story, I will be constantly reminding students that all this happened to an 11-year-old. (They are all around this age). Also, this unit covers topics which students may have not studied before. As we read through this historical fiction together and discover many aspects of Japanese culture, students will begin to get interested and enter into the story. Then, as we experience with Yoko her grave danger as she flees Korea, the students will be engaged in the sequence of events that unfold. As we research current refugee conditions, students will connect the text to our current world. My goal is, as Wilhelm describes in You Gotta BE the Book, that students will “pursue reading in a personally, meaningful way,” and that they each will become a “reader as an active meaning-maker, one who connects personally to what is read” (3,15).

Why do students need to study this?

Apart from being the district curriculum, students need to study historical fiction to understand more about the world around them. The story will help them to learn more about WWII, Japanese culture and refugee conditions. By looking more closely at the way that the Kawashimas work together as a family, we will examine the strength of our own families and the sacrifices that family members are willing to make for one another.

With Yoko we will experience the brutalities of war and the lengths that individuals must go to in order to survive. Some parents could possibly object to the reading of this text because it is so powerful and, at times, horrifyingly graphic. Yet, this is our history…and we must learn from it, especially in light of the current position of our country. War is now on everyone’s mind and this novel provides a perfect outlet for students to examine their feelings towards war and war-related tragedies.

Why teach this unit now?

The LSD Pacing Guide dictates that we read So Far From the Bamboo Grove during the second quarter. My mentor teacher and I have decided to start this quarter with this historical autobiography. We will spend about a month reading and discussing and experiencing this novel as a class. To supplement the novel, we will read related poetry and short story selections. After finishing the unit, we will segway into a unit on writing realistic fiction.

Key Questions

In reading this novel these questions that are required by the pacing guide will help to guide our learning: What makes people a family? What different types of families do we belong to? What is the responsibility of the individual within the family? How do families resolve difficult situations? What keeps families together? What breaks families apart? What are the consequences of staying together or breaking apart for individuals within the family, and for the larger society? What constitutes family allegiance? What roles do commitment, honor, and integrity play in the family? What are the elements of family heritage? How does family heritage strengthen the individual?

Objectives of the Unit:

Students will connect with the text personally and academically.Students will understand a historical event through the point of view of an 11 year-

old Japanese girl.Students will identify various literary concepts (character, setting, conflict, theme,

and autobiography) and evaluate their importance in the text.Students will investigate the importance of cultural values and family heritage in

Japan and be able to describe this through several cultural activities.Students will reflect upon their reading experience and what they have learned in

a final Tea Celebration.

Culminating Assessment

The culminating assessment is two-part. They will be assessed on their reading comprehension and understanding of significant events in the story through a traditional final test. Students will also choose to complete one of several options as their final project to be presented at our Tea Celebration. Students should understand that they need to put substantial effort into whichever assessment option they choose; there is no “easy out.” (See assignment sheet.)

Formative AssessmentEarly on in the unit, students receive a passport. As activities and assignments are completed, their passport will be stamped. Students will also be assessed on various in-class and homework assignments such as a setting postcard, summary telegram, mid-reading review, and journal entries. Additionally, students will receive a travel packet that will include the following sheets:

Map of Japan and KoreaAnticipation GuideWebquest (K-W-L) Worksheet

FYI Background InformationVocabulary SheetJapanese GlossaryCharacter Information SheetIdentifying Problems and Solutions HandoutSchool Days Graphic Organizer

So Far From the Bamboo GroveFinal Project Options

Directions: Choose one of the final project options below to complete as your final project. We will not be working on these projects in class; they must be completed at home. All projects are due by December 18th. We will be presenting our final projects at a Tea Ceremony. If you have any questions about your project, see me ASAP.

Musical soundtrack: Create a musical soundtrack that includes at least 3 different selections. Each piece should capture the feelings of different events or parts of the story—one in the beginning, one in the middle, one at the end. Write a page explaining why you chose the music you did and how it fits into the action or mood of the story at that time. Write down page numbers of scenes being captured or what section of the book it links to.

Newspaper account: Create your account of the book as it might appear in the newspaper. Write down details from the story that led to your portrayal of the book. Give page numbers of where you found the evidence.

Diorama: Create a diorama of a scene from the novel. Items should portray the scene accurately. On a piece of paper, indicate the page numbers and details of the description that led you to depict the scene the way that you did.

Drama: Students write an additional scene that is not elaborated on as much in the story and cast classmates to perform it for the class.

Yoko’s journal: Create a journal, from Yoko’s point of view telling her thoughts and feelings about particular events from the story. You should include at least 10 entries. Make sure that you include the page numbers of the actual events in the book upon which you are basing your journal entries.

Plot Collage: Create a detailed collage of significant events in the story. On the back of your collage, write down the page numbers of the descriptions of the events that led to your depiction. You should also write a sentence or two about each event. You should include at least 6 events.

Personal Response Essay: What message about life or human nature do you see in So Far From the Bamboo Grove? In your essay, state the message and explain how events in the story suggest it.

Fashion Sketches: Yoko wears various costumes in the story, ranging from a traditional kimono to a Korean Communist Army uniform. For this project, you must look through the story to create fashion sketches illustrating Yoko’s clothing. You should include a write up about the importance of each costume in Yoko’s life.

PowerPoint: Create a slideshow report to present to the class representing the major events in the story. You should include subtitles to indicate the elements of fiction.

So Far From the Bamboo Grove Unit Lesson PlanDay 1

Anticipation Guide

Passport Creation

Hand out Travel Packet

Day 2

Kids Web Japan / K-W-L about Japan

Day 3-RIF-Emergency Supplies-Cover Discovery-

Day 4Explain vocab/ glossary sheets-name pronunciation-Read Chapter 1-Discussion-Chapter Title Vote-HW: Calligraphy Article

Day 5

Culture- Calligraphy

Focus Question: Why is shodo so important to Yoko’s family heritage?

Day 6-Character update using Travel Packet (TP)-Oral Reading Chapter 2-Prediction: Was it a good decision to leave the boxcar? Why or why not?-Chapter Title Vote

Day 7Opener: Journal-Family argument

-Oral Reading Chapter 3-Chapter Title Vote

Day 8Opener: predict in Journal about Hideyo.

-Oral Reading Ch. 4

-Chapter Title Vote

Day 9

-Drama Activity

HW: read food article.Prepare menu of Japanese meal.

-Chapter Title Vote

Day 10-Oral Reading Ch. 5- Chapter Title Vote-Culture- Food and chopstick funFocus Question: Why are the foods of Japan important to Yoko and her family? Which foods are important to your family?

Day 11-add Hideyo’s trail to map-Vocab check-up-Silent Reading Ch.6

Day 12-Predict: conflicts-Oral Reading: Ch. 7

HW: telegram

Day 13-character updates-Visual ActivityHW: Schools in Japan article. Complete worksheet in Travel Packet

Day 14-Journal: School Comparison-Venn diagram-Oral Reading: Ch 8

Day 15-Oral Reading: Ch. 9-Setting Postcard: Describe their new home. HW: finish postcard

Day 16-Predict: What will new year bring for

Day 17-Opener: share essay starts

Day 18-Work on Project

Day 19-Work on Project

Day 20 -Web quest: Modern day

Day 21-Final Tea

Day 22-Final Tea

Yoko & Ko?-Oral Reading: Ch. 10HW: write the intro for Yoko’s essay

-Oral reading: Ch 11-Explain ProjectHW: choose a final project option

Refugee conditions Celebration

Celebration

Lesson Title: Day 1--Get Ready to Travel

Activities

After students copy agenda information, pass out the Travel Packets. Explain that they are responsible for these packets for an entire month. We will use them as a guide as we embark on our journey with Yoko Kawashima Watkins, the author of the book we will be reading So Far From the Bamboo Grove. Tell them that they may leave them in the classroom if they wish.

Ask them to look at the page in their Travel Packet called Anticipation Guide. Ask students to rate each of the statements on the sheet.

Once all students have finished, ask them to get with a partner and compare their answers. Ask them to write the name of their partner on their sheet. Tell them to see if there were any items on which they completely agreed or disagreed. Ask for a volunteer to share their small group responses with the class.

Ask students to stay in their pairs. Show the class your own real passport and the one that you made using the Passport Outline. Explain that as a person travels, they receive a stamp for each new country that they enter.

Pass out the Passport Outlines and construction paper. Explain that their passport will be a way for them to keep track of their progress in the class. For each assignment or activity that they complete, they will receive a stamp on their passport.

Date:Objectives: The students will evaluate

their own attitudes towards family and war and compare them with a partner.

Students will prepare themselves to embark on a reading journey by creating a passport.

Materials Travel Packets Passport Outlines Construction Paper Pens, Colored Pencils,

MarkersAssessment Anticipation

Guide Completed

Agenda: Anticipa

tion Guide

Passport

Passport Completed.

2 stamps

Pass out the construction paper and supplies. Tell students that as they work on their passport, they should continue to think about and discuss their responses to the Anticipation Guide.

As students continue to work, walk around and stimulate discussion. Also, stamp their passports if they have completed the first part of their Anticipation Guide. They receive another stamp when they finish their passport.

Homework: Finish

Passport

Fast Reflection:

Lesson Title: Day Two--Webquest

Activities As students write in their agenda, explain the goal of today’s lesson: to

understand more about Japan and Japanese culture. Ask students to turn to the K-W-L Worksheet in their travel Packet. Go

over the instructions. Ask the class what they already know about Japan and Japanese culture.

See if there are any students who can serve as “Japanese experts.” These would be the students that are either currently studying Japanese or who have studied it on the past. Allow them to share any interesting information that they have learned from their classes. As the students share the information, write it in on the Smart Board and encourage the students to write it on their worksheet.

Next, ask students if there are any things that they would like to know about Japan. Take volunteer responses and record them on the Smart Board. Tell them that these will be the things that we look for on our web quest. If students can’t seem to come up with any things that they want to know, suggest some things…schools in Japan, music, food, games, sports, etc. They should write down all the things that they want to know on the KWL worksheet.

Date:Objectives: The students will explore

Japan and Japanese culture.Materials Smart Board Travel Packet—K-W-L

WorksheetAgenda: Computer Lab: WebquestHomework: Read FYI Background pages

in Travel Packet. Write journal entry #1

about most surprising thing about reading.

Using the Smart Board, navigate the students through the Web quest. Make sure that students stay on-task and that they fill out their worksheet. Allow some of the students to use the board and to choose which sites to go to. As we uncover information to the questions that we had, students should write what they have learned on the worksheet.

During the last three minutes of class, tell them to finish their worksheet. Stamp worksheets that have been completed satisfactorily.

Remind students about the homework assignment.

Assessment Completion of K-W-L

Worksheet.

1 stamp

Fast Reflection:

Lesson Title: Day Three—Delve into the novel.

Activities As students write in their agenda, ask them to take out their journal. Survival Pack Tell students to imagine that they have to leave their

homes suddenly and are only able to take with them the things that they can carry in a bag on their back. They will need to include all the things that they would need to survive (food, clothes, med, etc.). Ask students to write the list of their items as journal entry #2.

As students are compiling their lists, ask them to show you journal #1. If it’s done, give them a stamp.

Ask a few students to share their most important item. Next, put the students into groups of 4-5. Tell them that they must

compile their lists and put them in order of importance. While students are working in groups, pass out the novels.

Date:Objectives: Students will begin to

understand Yoko’s position as she must leave her home with only the items on her back.

Students will predict what they think will happen in the story based on the cover illustration.

Students will begin reading novel.

After the groups are finished, ask a few groups to share their ordered list.

Cover Discovery In their groups, ask students to discuss the following questions, recording some notes as journal #3. What do you think the story is about? Why? When and where does the story take place? What clues in the picture show something about the setting? What appears to be happening? What clues in the picture tell you something about the characters? What are the characters feeling? How can you tell?

When groups are finished, ask a few groups to share their responses. Vocabulary and Glossary sheets Tell students that before we begin

reading, you want them to look a few of the pages in the Travel Packet. Show them and explain the vocabulary and glossary pages. As they encounter words that they are unfamiliar with, they should write them in their Travel Packet.

Materials Novels Journals Journal #2 Overhead prompt Travel PacketsAgenda:Survival List (journal #2)Cover Discovery (journal #3)Start Chapter OneAssessment Journal #1 Journal #2 Journal #33 stampsFast Reflection:

Lesson Title: Day Four—Chapter One Activities Oral Reading. Begin reading the foreword and Chapter One until the

end of the hour. As we start, point out a few vocab words that students might not know.

After we are done reading, tell students that this book does not include chapter titles. Ask students to think about the events from chapter one and write a good title for the chapter. As journal entry #4 ask students to record in their journal their choice for title and to tell why.

Date:Objectives: Students will identify some main

elements of the story: narrator, character, setting.

Students will respond to the literature through large group discussion.

Invite students to share the title they created and to tell why. Put titles on overhead. Ask students to vote for one.

Engage students in a discussion about chapter one. Here are some questions to guide our discussion: Who is the narrator of the story? What do we learn about her?

What other characters are introduced? Tell students that they may begin filling in their character sheets with information they have learned so far.

What do we learn about the Kawashima family? How are they similar to your own family? How are they different?

Where does the story take place? Identify their initial location on the map with string. Tell the students that we will be plotting out their journey on the map.

Why are Yoko’s family members fleeing their home? How do they feel about leaving?

How has war affected Yoko’s family, community, and school?

Why do the Koreans hate the Japanese that live in Korea? Before the end of class, pass out the calligraphy article and explain

the homework.

Materials Novels Journals Small pieces of paper for title

vote. Poster board-size map of Japan,

Korea. Pushpins, string Calligraphy articlesAgenda: Finish Chapter OneChapter Title (Journal #4)Homework: Read Calligraphy Article.Write Japanese words in Glossary of TPAssessment journal entry #4 Participation in discussion. 1 stamp

Fast Reflection:

Lesson Title: Day Five—Culture Activity: Calligraphy

Activities

Date:

As students write in their agenda, check to see if they did their homework and wrote Japanese words in their travel packet. If so… stamp their passport.

Ask students to summarize the article that they read the previous night.

Ask for a student Japanese expert to explain what they know about shodo. Can they explain the stroke order? Have them lead the class in the stroke order for one character on the overhead.

Pass out the kanji worksheet and the bookmarks. Tell students that they need to copy each character one time onto their travel packet. They are to copy their favorite character onto the bookmark.

One by one, students will have the opportunity to try out the authentic Japanese calligraphy set to copy one character.

Students respond to the focus question as journal entry #5.

Objectives: Students will learn about part of Japanese

culture. Students will identify the importance of

calligraphy to Yoko and her family.Materials Book Journal Calligraphy pens and/or brushes (30) Japanese calligraphy set Stroke order overhead Kanji worksheet Paper Construction paper cut as a bookmark

Agenda:CalligraphyFocus Question: Why is calligraphy writing

important to Yoko’s family heritage? (journal #5)

Assessment Journal entry #5 Calligraphy homework2 stampsFast Reflection:

Lesson Title: Day Six—Characters and Chapter 2

Activities Schema Activator: What do we know about each

character so far? Ask students to go to the Character Page of their Travel Packet. As a class, brainstorm what we know about each character.

Oral Reading: Chapter 2. Stop to discuss and clarify as necessary.

Prediction: As journal entry #6 ask students to write on the prompt Was it a good decision to leave the boxcar? Why or why not?

As students are writing, stamp their passport to indicate work well done on the character sheets.

Discuss our responses to the prompt. If time allows discuss these other questions: How well do Yoko, Ko and Mother work together? In what ways do they help one another?

As students leave class, ask them to show you journal

#6 to receive their stamp.

Objectives: Students will begin to analyze the

characters, focusing on protagonist. Students will read and respond to

chapter 2.Materials Character page of Travel Packet overlay Novels Journals Journal Prompt #6 overlayAssessment Journal Entry

#6 Work one

character page

2 stamps

Agenda: Character Page of

travel Packet Read Chapter 2 Prediction (Journal

#6)

Fast Reflection:

Lesson Title: Day Seven—Family Feud

Activities Schema: As journal #7, freewrite about a time when you got

into an argument/fight with a member of your family. What was it about? How did you resolve it?

Oral Reading: Chapter 3. Stop to discuss as needed. Discussion: Lead a classroom discussion using the following

questions as a guide:-Mother, Ko and Yoko travel at night. What are the benefits of traveling at night? What are the problems of traveling at night?-Yoko tells Mother that Ko is getting “bossy” and “mean.” Why would Ko become so bossy and mean with her younger sister? Why does mother defend Ko’s behavior? Do you ever act that way with your family? Do they ever act that way with you?-What might have happened if the bomb had not killed the Korean Communist soldiers?

Date:Objectives: Students will relate to the text on

a personal level by writing about own family dynamics.

Students will read and discuss chapter 3.

Materials Journal #7 writing prompt overlay Journals NovelsAgenda: Family Feud: Journal #7Read Chapter 3

-Ko is willing to wear the Korean Communist uniform and have her head shaved, but Yoko resists. Why do the two sisters have such different feelings?Does your family share some of the sane feelings or beliefs? What are they?-Will wearing the Korean Communist uniform completely protect Ko and Yoko from harm? Why or why not?

Assessment Journal #71 stamp

Fast Reflection:

Lesson Title: Day 8—Hideyo’s Story

Activities Prediction: As journal #8 students write on the following prompt.

Where is Hideyo? What do you think happened to him? As students write in journal, check to see if their homework sheet

was completed. If so…stamp it. Oral Reading: Chapter 4. Stop and discuss/question as necessary? Discussion: Open discussion by asking if anyone has any questions

about what has happened so far. Use the following questions to guide discussions:-What are Hideyo’s thoughts and feelings as he hides in the box?-How does Hideyo benefit from returning to his home?-What do Hideyo and his friends find at the other homes? How would you feel if you were in their situation?-How do the boys survive on their walking journey?

Date:Objectives: Students will predict what

will happen to Hideyo. Students will read and

discuss Chapter 4Materials Journal prompt #8 Journals BooksAgenda: Hideyo Prediction (Journal

#8)

-How does Hideyo respond to the news about Hiroshima and Nagasaki?-Why do the boys fear the Russian soldiers? How do the boys escape from the soldiers?-What do the boys talk about during their last night together? Why do they talk about these things?-Hideyo uses Yoko’s fur coat as a blanket. Does he do this just to stay warm? What other reasons could he have for using the coat? Map: Refer to the map of Korea. Trace the route Hideyo and his

friends follow on their journey.

Assessment Journal #81 stamps

Fast Reflection:

Lesson Title: Day 9—Culture Activity: Food Fest

Activities

As students write in agenda, ask them to show you their menu of Japanese cuisine. If they did it…give them a stamp.

Oral Reading: Chapter 5 Discuss the chapter, using the following questions as a

guide:

Date:Objectives: Students will read and discuss Chapter

5. Students will explore the food of Japan

and learn to use chopsticks.

How are Ko and Yoko getting along? Who do you agree with? Why? How do families make it through difficult times? How do they celebrate the joyous ones? Culture Time! Ask students to share their menus. Tell students that we

are going to participate in a little Japanese culture. Pull out the chopsticks. Pull out some fruit/candy. Demonstrate to students the proper way to use chopsticks. Let them have a try.

Go over the reading from yesterday. Focus question: Why are the foods of Japan important to Yoko and her

family? Respond to this question as journal entry #9.

Materials Novels Chopsticks Candy, fruit Novel PacketsAssessment Menu

completed Appropriate

chopstick use Journal #9

3 stamps

Agenda: Read chapter 5 Chopstick Time!

Homework: Conflict Worksheet in

Travel Packet.

Fast Reflection:

Lesson Title: Day 10—Chapter 6 and Updates.

Activities

Date:

As students write in agenda, check to see if they have completed the strategic reading homework assignment. If they did…stamp their passport.

Spend a few minutes updating the map/bulletin board to indicate the travel of Yoko, Ko and mother.

Silent reading: Chapter 6. Students read the chapter silently to themselves.

As students finish reading, remind them to update their vocabulary and glossary worksheets. Tell them that they may work in pairs to compare their lists.

When all are finished, discuss the homework sheet from the previous day.

If time permits, discuss chapter 6. Use the following questions as a guide: Why does Hideyo keep going in spite of his suffering? Do you ever do things in order to please your family? Why do families do things for one another?

Objectives: Students will read and discuss chapter

6. Students will discuss conflict in relation

to the text using the homework as a guide.

Materials Novels Poster-board map Travel Packets

Assessment Conflict

Homework completed.

Participation in discussion.

1 stamp

Agenda: Map Update Read Chapter 6 Update

vocab/glossary sheets

Fast Reflection:

Lesson Title: Day 11—Chapter 7 Activities

Schema Activator: Respond to the prompt as journal entry #10. What new problems/conflicts might mother, Ko, and Yoko face in Japan? Discuss our responses.

Oral Reading: Chapter 7 Discuss the chapter with the class, using these

questions as a guide: Mother tells Yoko, “your education comes first.” Why does she believe this? What kind of value is placed on education in your family? What other things does your family value?

Explain the homework: Telegram. Give an explanation of when and for what purpose telegrams were used. Emphasize the importance of brevity. Write a short message to father from Yoko explaining what has happened since she left their home in the Bamboo Grove.

Date:Objectives: Students will continue to read and

discuss the text.Materials Journal prompt #10 Books

Assessment Journal entry

#7

1 stamp

Agenda: Journal #10 Read Chapter 7Homework: Write a telegram to

father telling him what has happened so far.

Fast Reflection:

Lesson Title: Day 12—School, Glorious School

Activities As students write in their agenda, check to see that they

have completed the school comparison homework. If they have…stamp their passport.

Engage the classroom in a discussion of the differences between American and Japanese schools.

Using Venn diagram overhead, discuss the similarities and differences of Japanese and American schools. Tell students to do a Venn diagram in their journal as journal entry #12.

Oral reading: Chapter 8 Discuss chapter 8. Use the following questions as a

guide: How do Yoko’s experiences at school affect her? What are the roles of each member of the family at this

Date:Objectives: Students will make connections between

the schools of Japan and of the US. Students will read and discuss Chapter

8.

Materials Venn Diagram transparency Books Travel packets

point? What are their responsibilies? What roles do each of your family members play? What are your responsibilities?

Assessment School

comparison sheet completed.

Journal Entry #12

2 stamps

Agenda: Schools (journal #12) Read Chapter 8

Fast Reflection:

Lesson Title: Day 13 Activities Schema Activator: journal entry #13 Oral Reading: Chapter 9 Discuss chapter 9. Use the following questions to guide

the discussion: How do Yoko and Ko deal with and adjust to their mother’s death? How does your family cope with loss and tragedy? Did your family talk about September 11th? How did you deal with the tragedy?

Date:Objectives: Students will demonstrate

understanding of the literary term setting.

Students will read and discuss chapter 9.

Setting Postcard: Design a postcard that portrays Yoko and Ko’s new home in the warehouse. On one side of a large note card, students draw the setting. On the other side, they write a postcard to a person of their choice from Yoko. If we don’t finish in class it must be completed as homework.

Materials Large note cards Colored pencils, crayons, markers. Books Travel Packet Journal entry prompt #13 overlay.Assessment Journal Entry

#13

1 stamp

Agenda:

Homework: Complete Setting

Postcard

Fast Reflection:

Lesson Title: Day 14—Chapter 10 Activities As students write in agenda, check and see that they

completed setting postcard. If they did…stamp their passport.

Date:Objective: Students will read and respond to

chapter 11.

Prediction: As journal entry #14, ask students to respond to the prompt: What will the new year be like for Ko & Yoko?

Oral Reading: Chapter 10. Discuss chapter 10. Use the following questions to lead

discussion: What problems do Yoko and Ko face at the beginning of the New Year? How does Yoko react when she finds out about the essay contest? What does Yoko do with her winnings? Has anyone in your family ever done something nice for you without your asking? What was it? What have you done for them? Was it wise for Yoko to spend some of her winnings? Why or why not?

Homework: If time permits, let students get started on their homework, Journal entry #15. What do you think that Yoko wrote in her essay? Pretend you are Yoko. Write the opening of your essay entitled “Understanding.”

Materials Journal entry prompt #14 overlay Books Travel Packets Journal entry prompt #15 overlayAssessment Setting

postcard Journal #14

2 stamps

Agenda: Prediction (journal

entry #14) Read Chapter 10

Homework: Journal Entry #15.

What do you think that Yoko wrote in her essay? Pretend you are Yoko. Write the opening of your essay entitled “Understanding.”

Fast Reflection:

Lesson Title: Day 15—The End Activities: As students write in agenda, check to see that journal

entry 15 is complete. If it is…stamp their passport. Opener: Share the starts of Yoko’s “Understanding”

essay. Oral Reading: Chapter 11. Respond to chapter 11 and end of book. Use the

following questions to guide the discussion: Why do the Kims help Hideyo in spite of the danger? In what ways does Hideyo become a member of the Kim family? Now that Hideyo, Ko and Yoko are reunited what will be each of their roles in the family? Do you think that they will find father?

Explain final assessment options.

Date:Objectives: Students will read and respond to

Chapter 11 and end of novel.

Materials Books Assessment options explanation and

rubric Assessment option choice form.Assessment Journal entry

#15

1 stamp

Agenda:Homework: Select your

assessment option.

Fast Reflection:

Lesson Title: Discussion / Explain Project ActivitiesPass out Final Project Options Worksheet as students copy

agenda information. Explain the projects and when they are due.

Ask students to fill out the second column in their travel packet. Ask students to mark the statements that their opinion changed on the most.

Tell students to pair up with the person that they were with when we first did the Anticipation Guide. Their name should be on the bottom of your paper. Ask students to discuss with their partner the statements on which their opinions changed the most.

As pairs are discussing, pass out the discussion worksheet. Each person should fill out the worksheet.

When all pairs have had a chance to fill out their worksheet, bring the class together for group discussion.

Date: Day 16Objectives:

Students will gain a deeper understanding of the novel through self-reassessment and discussion.

Materials Books Travel Packets Discussion Worksheet Final Projects WorksheetAgenda:Final Project OptionsAnticipation Guide Pt 2Discussion WorksheetHW: decide on project

Let each group present the statement that they had discussed. If other groups had discussed the same statement, they should also voice their opinion. If things get to wound up, use the passport as a management strategy; only the person holding the passport may speak.

Students should pass in the discussion worksheets.Remind students to make a decision tonight about the final

project they plan to complete.

AssessmentAnticipation GuideWorksheet1 stamp

Fast Reflection:

Lesson Title: Day 17—Lab: Survivor Stories Activities As students write in their agenda, remind them that their

final projects are due tomorrow. Remind students of the expectations for their

presentations. Take students to lab. Students will use the Refugee

handout from their Travel Packet to guide them through this webquest.

If time permits, share survivor/refugee stories with class.

Date:Objectives: Students will research on the Internet to

find a survivor story.

Materials Computer lab Books Travel PacketAssessment Agenda:

Lab: Survivor Stories

Refugee/Survivor Handout

1 stamp

Homework: Finish Final Project Be prepared to

present your project to the class.

Fast Reflection:

Lesson Title: Day 18, 19—Tea Celebration; Presentation of Final Projects

Activities As part of our final presentation, we will have a tea party. Students will take turns presenting their final projects.Date:

Objectives: Students will reflect on the novel and

their learning.

Materials Tea Cups Sugar Milk Non-dairy creamer

Assessment: Final

Presentation

Final Stamp

Agenda: Final Project

Presentations

Fast Reflection:

Lesson Title: Holiday Haiku & Chopstick Challenge

Activities After students have completed filling out their agenda,

put up the Holiday Haiku overhead. Remind students that Haiku is an ancient Japanese art. Share some of the holiday Haiku that has already been

made. Point out how the number of syllables is really the only guideline.

After class has made Haiku poetry and there are about 10 minutes of class left, explain the Chopstick Challenge.

Each student receives a set of chopsticks and a piece of wrapped Japanese candy. The challenge is to pick up the chopsticks using only the chopsticks. When each student is able to do it, they can eat the candy.

Remind students that Final Presentations begin tomorrow.

Date:Objectives: Students will create a holiday Haiku. Students will learn to use chopsticks

Materials Haiku Overhead Construction paper Pens Chopsticks Japanese candy Haiku packetAgenda: Holiday Haiku Chopstick Challenge

Fast Reflection:

Passport-USA

Surname ______________Given Name ______________Date of Birth ______________Gender ______________Place of Birth ______________Date of Issue ______________Expiration Date ______________

Place photograph here

Passport Stamps

I hereby completed the following journal activities in this unit.

1 6 11

2 7 12

3 8 13

4 9 14

5 10 15

Places of TravelSo Far From the Bamboo Grove

Anticipation Guide Part

1

Passport

K-W-L

Shodo

Character

Drama

Menu

Chopsticks

Conflict 1-5

Telegram

Collage

School Comparison

Postcard

Project Choice

Final Presentatio

n

Conflict 6-11

Anticipation Guide Part

2

Passport

United States of America

Travel PacketSo Far From the Bamboo Grove

ByYoko Kawashima Watkins

Traveler:

Hour:_________

Bring this travel packet with you everyday, it is your ticket into the book.

VocabularyAs you read the autobiography (the story that a person writes about his/her life), there are sure to be a few vocabulary words that you don’t understand. When you come across these words, jot down the

word and page number where you found the word. Later, look up the definition in the dictionary. By the end of the novel you will need to have a list of at least 25 words.

Word Page # Definition1)____________________________________________________________________________________________________2)____________________________________________________________________________________________________3)____________________________________________________________________________________________________4)____________________________________________________________________________________________________5)____________________________________________________________________________________________________6)____________________________________________________________________________________________________7)____________________________________________________________________________________________________8)____________________________________________________________________________________________________9)____________________________________________________________________________________________________10)____________________________________________________________________________________________________11)____________________________________________________________________________________________________12)____________________________________________________________________________________________________13)____________________________________________________________________________________________________14)____________________________________________________________________________________________________15)____________________________________________________________________________________________________16)____________________________________________________________________________________________________17)____________________________________________________________________________________________________18)____________________________________________________________________________________________________19)____________________________________________________________________________________________________

Word Page # Definition20)___________________________________________________________________________________________________21)____________________________________________________________________________________________________22)___________________________________________________________________________________________________23)____________________________________________________________________________________________________

24)___________________________________________________________________________________________________25)____________________________________________________________________________________________________26)___________________________________________________________________________________________________27)____________________________________________________________________________________________________28)___________________________________________________________________________________________________29)___________________________________________________________________________________________________30)___________________________________________________________________________________________________31)____________________________________________________________________________________________________32)____________________________________________________________________________________________________33)____________________________________________________________________________________________________34)___________________________________________________________________________________________________35)____________________________________________________________________________________________________36)___________________________________________________________________________________________________37)____________________________________________________________________________________________________38)___________________________________________________________________________________________________39)___________________________________________________________________________________________________40)___________________________________________________________________________________________________41)____________________________________________________________________________________________________

Japanese GlossaryAs you read the novel, you are going to come across several Japanese words. When you come across these words, jot down the word and page number where you found it. Use the context clues and Yoko’s descriptions

to help you come up with a definition. By the end of the novel you will need to have a list of at least 25 words.

Word Page # Definition1)____________________________________________________________________________________________________2)____________________________________________________________________________________________________3)____________________________________________________________________________________________________4)____________________________________________________________________________________________________5)____________________________________________________________________________________________________

6)____________________________________________________________________________________________________7)____________________________________________________________________________________________________8)____________________________________________________________________________________________________9)____________________________________________________________________________________________________10)____________________________________________________________________________________________________11)____________________________________________________________________________________________________12)____________________________________________________________________________________________________13)____________________________________________________________________________________________________14)____________________________________________________________________________________________________15)____________________________________________________________________________________________________16)____________________________________________________________________________________________________17)____________________________________________________________________________________________________18)____________________________________________________________________________________________________19)____________________________________________________________________________________________________

School DaysDirections: For each topic listed, take notes on Japanese schooling. Then, on the side with the American flag, record what our school follows.

Topic

Number of School Days

Daily Assemblies

Cleaning the classroom

Uniforms

School lunch

Physical Education

Classes

Class size

Tutoring

Entrance Exams

Teachers

Conflict: A struggle or clash between opposing characters or opposing forces.

Identifying Conflicts and Solutions

Directions: When you read a novel, you probably get involved with the main characters. You want to find out whether they will solve the problems they face, and, if so, how. In each chapter of So Far from the Bamboo Grove, the writer presents at least one problem that challenges Yoko or a member of her family. In the chart below, fill in the solution that solves each problem. The first one is done for you.Chapter Conflict Solution

1 If Hideyo doesn’t enlist in the Army, he will let down his friends; if he does enlist, he will let down his family.

Mrs. Kawashima doesn’t want to leave Nanam without Hideyo.

Hideyo purposely writes the wrong answers on the Army qualifying test.

2 The enemy army inspects the hospital train carrying Yoko, Ko, and their mother.

The train heading toward Seoul is bombed, and its engines are destroyed.

3 Yoko, Ko, and their mother must avoid capture by enemy soldiers.

4 Enemy soldiers attack the factory where Hideyo and his friends are working.

5 Yoko, Ko, and their mother need to get food while waiting at the station in Seoul.

For the last half of the book, identify both the conflict and solution on your own.Chapter Conflict Solution

6

7

8

9

10

11

Character Information SheetDirections: For each of the characters, tell how a character acts and looks, as well as what the character says and thinks and what other say about him or her.

Does Yoko remind you of anyone you know?__________________

Yoko

Acts Feels

Looks Says

1______________

2______________

3______________

4______________

1______________

2______________

3______________

4______________

1______________

2______________

3______________

4______________

1______________

2______________

3______________

4______________

Does Ko remind you of anyone you know?__________________

Does Mother remind you of anyone you know?__________________

Ko

Acts Feels

Looks Says

1______________

2______________

3______________

4______________

1______________

2______________

3______________

4______________

1______________

2______________

3______________

4______________

1______________

2______________

3______________

4______________

Mother

Acts Feels

Looks Says

1______________

2______________

3______________

4______________

1______________

2______________

3______________

4______________

1______________

2______________

3______________

4______________

1______________

2______________

3______________

4______________

Does Hideyo remind you of anyone you know?__________________

Hideyo

Acts Feels

Looks Says

1______________

2______________

3______________

4______________

1______________

2______________

3______________

4______________

1______________

2______________

3______________

4______________

1______________

2______________

3______________

4______________

K-W-L: Know, Want to Know, LearnBrainstorm ideas about Japan (write anything that comes to mind when you think about the topic)Write this information on the chart in the K column to show What I K now. Think about questions you would like answered about the topic and write them in the W column, What I W ant to Learn.After completing the activities, complete the L column, what you have L earned. Review the first two columns to relate what you knew and you questions to what you have learned.

Topic: Japan ___________________________________________________________________

            K                                 W                                 LWhat Do I Know?                    What Do I Want to Learn?            What I Learned

Map of Korea and Japan

Name: _____________________Date: __________ Hour: ______

Bamboo Grove Test Multiple Choice Directions: Read each question carefully. Circle the letter that corresponds to the correct answer.1. Yoko gave Corporal Matsumura a gift for good luck. What was it?

A. hair ribbonB. her calligraphy

C. her obiD. her baseball card

2. Hideyo didn’t go into the Japanese Army because—A. he failed the written testB. he was half Korean

C. it was against his religionD. he was deaf in one ear

3. When the hospital train stopped for coal & water, Communist Soldiers—A. stole all the medical suppliesB. blew up the bridge across the river

C. shot & killed both engineersD. searched the train for Mother, Yoko, & Ko

4. The note Mother left at home told Hideyo she’d meet him in—A. TokyoB. Seoul

C. ShanghaiD. Kyoto

5. While at the train station, Ko got food for the family because—A. she searched garbage cansB. she found a Korean ration book

C. she found a job at the American EmbassyD. she was good at begging

6. Ko secretly took _________ on the ship to Japan with her.A. the puppyB. a baby

C. extra foodD. the family sword

7. Why did mother take the girls to Kyoto?A. she had found a job there B. she wanted them to go to school

C. they needed medical treatmentD. her parents lived there before the war

8. New Year’s Eve day at school, Yoko felt—A. proudB. lonely

C. nervousD. excited

9. After Yoko won the essay contest, her classmates were—A. cold to herB. friendly to her

C. envious of herD. proud of her

10. Hideyo would have died in the snowstorm if it hadn’t been for—A. a female wolfB. Joe CallahanC. Corporal MatsumuraD. the Kim family

Score: ____ 100

Name:__________________________Hour________Date:___________

ConflictDirections: Yoko had to deal with a long list of scary events. List three frightening events (conflicts) that Yoko had to deal with. Explain how she survives each event.11. Event One_______________________________________________________________________

Explanation of how she survived ____________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_____________________________________________________________

12. Event Two_______________________________________________________________________

Explanation of how she survived ____________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_____________________________________________________________

13. Event Three_____________________________________________________________________

Explanation of how she survived ____________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_____________________________________________________________

Short AnswerDirections: On your paper, write a short answer for each question below, and give a reason for your answer.

14. How would you explain why Hideyo’s decision to enlist in the army triggers such a heated conflict for his family?_________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________

15. Why do you think Mrs. Kawashima, Ko and Yoko decide to leave Nanam?_________

_________________________________________________________________________________________________

_________________________________________________________________________

16. Why does the Korean Communist Army seek revenge against the Japanese that were living in Korea?_____________________________________________________________________________________________________________________________________________________

17. What do you think prompts Ko to say that the journey would have been better if Yoko had been killed?____________________________________________________________________________________________________________________________________________________

18. How would you rate Mrs. Kawashima in terms of protecting her daughters on their journey to Japan?________________________________________________________________________________________________________________________________________________________

19. How well do you think Yoko handles her conflict with her classmates at Sagano girls’ school?________________________________________________________________________ _____________________________________________________________________________________

20. Explain how the Kim family helps Hideyo.________________________________________

Name:__________________________Hour________Date:___________

_________________________________________________________________________________________________

_________________________________________________________________________

21. How would you explain the importance of Mrs. Kawashima’s wrapping cloth?______

_________________________________________________________________________________________________

_________________________________________________________________________

22. At the end of this memoir, Yoko and her brother Hideyo are reunited. How would you describe the change in Yoko since her brother last saw her?_______________________________________________________________________________________________________________________

_________________________________________________________________________

EssayPeople respond in many ways to personal suffering. Some may become bitter and angry; others may become stronger, braver, or more compassionate. Still others change little or not at all. How would you describe the way Yoko responds to personal suffering? Support your views with at least 4 details from the story.__________________ ______________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

__________________________________________________

Name:__________________________Hour________Date:___________

WHAT IS SHODO (CALLIGRAPHY)? These days, most Japanese use pencils, ballpoints, or felt-tip pens to write letters and other documents. But the art of shodo (calligraphy), where an ink-dipped brush is used artistically to create Chinese kanji and Japanese kana characters, remains a traditional part of Japan's culture. Works of calligraphy are admired for the accurate composition of their characters, of course, but also for the way the brush is handled in their creation, the shading of the ink, and the balanced placement of the characters on the paper.

Beginning in elementary school, students learn the basics of calligraphy in penmanship classes. At the beginning of each

calendar year the children gather to take part in an activity known as kakizome, where they create calligraphic works symbolizing their wishes for the new year. Students practice their

penmanship to improve their calligraphy, sometimes copying out works by famous calligraphers from the past. Some elementary and middle school students even go to special schools to learn the art, attending classes in the evenings and on the weekends to become able to write beautiful characters.

The art of shodo originated in China and came to Japan in the sixth or seventh century, along with methods for making brushes, ink, and paper. In those days, calligraphy was an essential part of the education of members of the ruling noble families. But as time went by, the art spread among the common people as well. Nowadays calligraphy is not just an art form to be admired; people use it to write New Year's cards, and in other situations in their daily lives.

Different types of calligraphy include kaisho, or "square style," where the strokes in the characters are precisely drawn in a printed manner; gyosho, or "semicursive," which is written faster and more loosely; and sosho, or "cursive,"

a much freer, more fluid method where the characters' strokes can bend and curve. A wide variety of paper can also be used for shodo. In one kind of calligraphy called chirashi-gaki, for example, a traditional 31-syllable Japanese poem (called a waka) is written on a square piece of paper. The writer can begin the lines of the poem at different levels on the paper to portray the rhythm of the verse, or write in darker and lighter shades of ink to give a sense of depth to the words, making the work look almost like a landscape painting.

Kaisho: Gyosho: Sosho: Square style Semicursive style Cursive style

POSTURE AND IMPLEMENTS

Name:__________________________Hour________Date:___________

How to hold the brushThe brush should be held midway between the two ends. Basically use three fingers--your thumb, index finger, and middle finger--to hold it, resting your ring finger for support and allowing your pinkie to lay naturally. The brush is held upright, with the hand not touching the paper.

PostureSit up straight, without leaning on the back of your seat. And don't sit up too close to the desk, either. Hold the paper still with the hand you're not using to write with.

Implements Bunchin (paperweight)This heavy metal bar

prevents paper from moving. Model Shitajiki (writing pad)The hanshi is placed on top of a pad that's usually made of soft cloth. Hanshi (calligraphy paper)Hanshi is commonly made of washi (Japanese hand-molded paper). Fude (brush) Suzuri (inkstone) and sumi (black ink) Place some water in the indented end of the suzuri (furthest from you) and rub the sumi (in stick form) on the elevated part, wetting the ink from time to time until the sumi melts to produce thick, liquid ink.

Homework: After you are done reading, write the Japanese words (Hanshi, fude, etc.) and their meaning in the Japanese Glossary in your travel packet.

Name:__________________________Hour________Date:___________

A. Put the following events in the order that they happened. Put a 1 by the event which happened first, a 2 by the next and so on. There are a total of 10 events. (10 points)

_____ Mother,Yoko and Ko must leave the train_____ Hideyo tells his family of his decision to enlist in the student army_____ Yoko must shave her head_____ Yoko must cross an iron railroad bridge at night with Ko and mother_____ After walking to the train station Yoko, Ko and mother board a train for Seoul_____Japanese army police enter the Kawashima home, take precious items and hurt Yoko _____ A bomb hits the hospital train_____ Yoko dances at the hospital and meets Corporal Matsumura_____ 3 Korean Communist soldiers find Yoko, Ko and mother_____ Yoko, Ko and mother flee their home in the Bamboo Grove

B. Short Answer- Write a short answer for each question below. Make sure you give a reason for your answer. (5 points each)

1. How would you explain why Hideyo’s decision to enlist in the army triggers such a heated conflict for his

family?

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_

2. Why do you think Mrs. Kawashima, Ko and Yoko decide to leave Nanam?

_________________________________________________________________________________________

_________________________________________________________________________________________

___________________________________________________________________________________

3. Why does the Korean Communist Army seek revenge against the Kawashimas and other Japanese people in Korea. You may wish to consult the Background Information sheet in your Travel Packet. __________________________________________________________________________________________________________________________

_________________________________________________________________________________________

_______________________

Name:__________________________Hour________Date:___________

Discussion WorksheetDirections: With your partner, discuss which ratings you changed and your reasons for changing them. After you and your partner have discussed your responses to the Anticipation Guide, choose one statement to really discuss in depth. Use the following questions as a guide. Fill in this worksheet as you go along. You will need to turn it in before you go.Statements that my partner and I are discussing: #__ ____________________________________________________________

My first rating:____________ My second rating:_____________________

Why my opinion changed:______ _________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Examples from the story that support my opinion:____________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Examples from real life that support my opinion:_____________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Can you or your partner think of any examples that contradict your opinion?_______________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name:__________________________Hour________Date:___________

No Madonna and Child could touchthat picture of a mother’s tenderness for a son she would soon have to forget.

The air was heavy with odours of diarrhea of unwashed children with washed-out ribs and dried-up bottoms struggling in laboured steps behind blown bellies. Most mothers there had long ceased to care but not this one; she held

a ghost smile between her teeth and in her eyes the ghost of a mother’s pride as she combed the rust-coloured hair left on his skull and then—singing in her eyes—began carefully to part it…In another life this must have been a little daily act of no consequence before his breakfast and school; now she did it like putting flowers on a tiny grave

.As Yoko’s family flees from Korea, she experiences the best and the worst of humanity—miracles of love amid the horrors of war. As you read, think about the bond described in this poem. What relationships in Yoko’s autobiography does this poem call to mind?

How do you feel after reading the poem?_________________________________________________________________________________________________________________________________________________________________________________________________________

Why will the mother soon have to forget her son?______________________________________ ____________________________________________________________________________________________________________________________________________________________

What is the miracle of love in this poem?___________________________________________________________________________________________________________________________

Where are the horrors of war evident in this poem?_________________________________________________________________________________________________________________________________________________________________________________________________

What were the miracles of love in So Far From the Bamboo Grove?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What were some of the horrors of war in So Far From the Bamboo Grove?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What relationships in Yoko’s autobiography does the poem call to mind?_______________________________________________________________________________________________________________________________________________________________________________

Refugee Mother and ChildBy Chinua Achebe